OSAT 205 QUESTIONS WITH CORRECT ANSWERS 2026

OSAT 205 QUESTIONS WITH CORRECT
ANSWERS 2026

TheTdevelopmentTofTobjectTpermanenceTduringTtheTsensorimotorTstageTisTsignificantTbecauseTitTd
emonstratesTthatTtheTchildTcan



ATfilterToutTallTbutTtheTessentialTsensoryTinformationTofTaTphysicalTitemTandTthenTselectTaTresponse
.



BTbeginTtoTfeelTmoreTrelaxedTandTsecureTwhenTawayTfromThisTorTherTprimaryTcaregivers.



CTrecognizeTtheTabilityTtoTmakeTthingsThappenTbyTelicitingTaTconsistentTresponseTfromTaTcaregiver.



DTmaintainTaTsymbolicTrepresentationTofTanTitemTinTmemoryTevenTwhenTitTisToutTofTsight.T-
TCORRECTTANSWERST-


DTmaintainTaTsymbolicTrepresentationTofTanTitemTinTmemoryTevenTwhenTitTisToutTofTsight.



WhichTofTtheTfollowingTtypesTofTpeerTrelationshipsTisTmostTcharacteristicTofTsecond-
gradeTstudents?

A.TaTsingle,TexclusiveTfriendship

T B.Tsmall,Tsame-genderTgroups

T C.Tpopularity-basedTcliques

D.Tfluid,TheterogeneousTgangsT-TCORRECTTANSWERST-B.Tsmall,Tsame-genderTgroups



TheTReggioTEmiliaTapproachTisTanTeducationalTphilosophyTinTwhichTstudents.

A.TareTgradedTonTassignmentsTatTanTearlyTage

B.TareTencouragedTtoTactTasTtheirTownTteachers

,C.TareTallowedTtoTfollowTtheirTownTinterests.

D.TareTencouragedTtoTlearnTthroughTplay.T-TCORRECTTANSWERST-
C.TareTallowedTtoTfollowTtheirTownTinterests.



ATpreschoolerTwithTdyspraxiaTwouldTlikelyThaveTtheTmostTdifficultyTwithTwhichTofTtheTfollowingTact
ivities?

A.TsittingTinTaTcircleTlisteningTtoTaTbookTbeingTread

T B.TputtingTaTpuzzleTtogetherTorTworkingTwithTsmallTobjects

T C.TretellingTaTstoryTinTfrontTofTtheTclass

D.TdrinkingTfromTaTcupTwithoutTspillingT-TCORRECTTANSWERST-
T


B.TputtingTaTpuzzleTtogetherTorTworkingTwithTsmallTobjects



ATthree-year-
oldTchildTwhoTisTnewTtoTaTpreschoolTclassToftenTsitsTandTobservesTotherTchildrenTplayingTwithTtheT
blocksTandTotherTtoys,TbutTdoesTnotTusuallyTengageTinTtheTactivitiesTdirectly.TTheTpreschoolTteache
rTwishesTtoThelpTtheTchildTdevelopTmotivationTtoTplayTwithTtheTtoysTinTtheTclassroom.TWhichTofTthe
TfollowingTstrategiesTwouldTbeTmostTeffectiveTforTtheTteacherTtoTimplementTfirst?



A.TaskingTtheTchildTwhichTblocksTareTtheirTfavoriteTandTencouragingTthemTtoTfocusTonTbuildingTwit
hTthose

B.TgivingTtheTchildTsomeTblocksTtoTtakeThomeTandTrequestingTthatTtheyTshowTtheirTparentsThowTth
eyTplayTwithTtheTblocksTatTschool

c.TdemonstratingTvariousTwaysTtheTblocksTcanTbeTusedTtoTcreateTdifferentTstructuresTandTshowingT
theTchildThowTtoTtryTsome

D.TintroducingTaTrewardTchartTandTgivingTtheTchildTaTstickerTonTtheTchartTeachTtimeTtheyTplayTwithT
theTblocksT-TCORRECTTANSWERST-
c.TdemonstratingTvariousTwaysTtheTblocksTcanTbeTusedTtoTcreateTdifferentTstructuresTandTshowingT
theTchildThowTtoTtryTsome



WhichTofTtheTfollowingTbehaviorsTisTmostTcharacteristicTofTtheTlanguageTdevelopmentTofTaTtypicalT
three-year-oldTchild?

, A.TspeakingTinTcompleteTsimpleTsentencesT(e.g.,T"ITwantTaTcookie.")

T B.TpointingTtoTobjectsTandTutteringTaTsingleTwordT(e.g..T"Cookie.")

T C.TcombiningTtwoTwordsTtogetherT(e.g.,T"WantTcookie.")

D.TspeakingTinTcomplexTsentencesT(e.g.,T"PleaseTgiveTmeTaTchocolateTcookie,TbecauseTITfeelTvery,Tv
eryThungry.")T-TCORRECTTANSWERST-
A.TspeakingTinTcompleteTsimpleTsentencesT(e.g.,T"ITwantTaTcookie.")



WhichTofTtheTfollowingTassessmentTstrategiesTwouldTprovideTaTkindergartenTteacherTwithTtheTmo
stTcomprehensiveTinformationTaboutTaTstudent'sToralTlanguageTdevelopment?

ATobservingTtheTstudentTduringTconversationsTwithTpeers

BTaskingTtheTstudentTseveralTquestionsTthatTrequireT"yes"TorT"no"Tresponses

CTlisteningTtoTtheTstudentTreciteTtheTalphabet

DThavingTtheTstudentTreadTaTlistTofTsightTwordsTaloudT-TCORRECTTANSWERST-
ATobservingTtheTstudentTduringTconversationsTwithTpeers



ATteacherTwhoTworksTwithTtoddlersTregularlyTengagesTchildrenTinToralTwordTgamesTandTencourage
sTtheirTspontaneousTgenerationTofTnonsenseTwordsTand

sentencesTthatTrhyme.TTheseTpracticesThelpTlayTtheTfoundationsTforTformalTreadingTandTwritingTin
structionTprimarilyTby

A.TprovidingTopportunitiesTforTteachingTsound-symbolTrelationships

BTfosteringTchildren'sTunderstandingTofTtheTalphabeticTnatureTofTEnglish.

C.TprovidingTopportunitiesTforTpointingToutTsimpleTEnglishTspellingTpatterns.

D.TfosteringTchildren'sTenjoymentTofTlanguageTplayT-TCORRECTTANSWERST-
D.TfosteringTchildren'sTenjoymentTofTlanguageTplay



DuringTanTupcomingTopenThouse,TaTpreschoolTteacherTplansTtoTgiveTaTbriefTpresentationTtoTparent
s/guardiansTaboutTwaysTtoTpromoteTtheirTchildren'sTlanguageTdevelopment.TWhichTofTtheTfollowi
ngTrecommendationsTwouldTbeTmostTappropriateTforTtheTteacherTtoTincludeTinTthisTpresentation?